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Memory master social study 11/6/2024 Social networking sites are widely used by university students. Further studies including clinical validations are required. SMDS-P offers a promising new approach to assess problematic SM usage in adolescence. SMDS-P was positively associated with adolescents' self-ratings (r = 0.68), SM usage time (r = 0.26) and frequency (ϱ = 0.16) as well as with emotional dysregulation (r = 0.35) in a highly significant manner. The internal consistency was good (Cronbach's α = 0.85, McDonald's ω = 0.88) and the accordance between parental and self-ratings moderate (kappa = 0.51). The SMDS-P cut-off value was calculated by ROC-analysis.Ī one-factorial structure of the SMDS-P could be confirmed. ![]() Adolescents' SMDS self-reports, SM usage time, emotional dysregulation, and academic performance were used to assess validity. Factorial analyses were performed to determine item structure. Therefore, the development and validation of a parental scale (SMDS-P) is desirable.Ī representative sample of 961 parents and corresponding frequently SM-using children aged 10 to 17 years participated in an online study. However, young age or symptom denial might reduce adolescent assessment accuracy. It can be assessed by self-rating screeners such as the Social Media Disorder Scale (SMDS). The problematic use of social media (SM) is a rising phenomenon, especially in adolescents. The present study is one of the first experimental attempts to compare the relationship between SMU and WM and highlights the priming effect of depression on the relationship between SMU and WM. GPA scores were not predicted by WM performance or SMU. Furthermore, higher SMDS scores were significantly predicted by higher PHQ-9 scores and more hours of habitual SMU. There was no significant difference between WM scores in the social media condition compared to the control condition, but when solely considering at least moderately depressed participants, social media use predicted significantly more errors in the social media condition compared to the control condition. ![]() We also measured grade point average (GPA), habitual social media usage (SMU), depression (PHQ-9), anxiety (GAD-7), and disordered social media usage (SMDS). A sample of 118 undergraduate students aged 19 to 28 from Saudi Arabia performed a WM test twice for one assessment, participants were required to interact with social media before the test, and the other test was preceded by painting online. ![]() We investigated whether WM mediates the association between SMU and academic performance, including the roles of depression, anxiety, and disordered social media use as possible contributors. Social media usage (SMU) and its relationship with working memory (WM) and academic performance remain unclear, and there is a lack of experimental evidence.
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